1.Before you started reading this book, what differences did you anticipate between German, Japanese, and American schools?
I anticipated that the american schools would not have the structure as do the schools in Japan and Germany. I also anticipated that there would be more focus on problem solving and critical thinking.
2.What were a few of the key ideas of the book so far?
The German schools were teaching math with advanced procedures, the Japanese schools were teaching math by having the students problem solve to learn the math and the United States schools were learning definitions of terms and practicing with math drills. The U.S. schools were less advanced.
3.What is the authors' main argument?
The writers main argument was that the United States schools are not teaching math with as advanced requirements of their students and their students success in math may be directly correlated to the different style of teaching math.
4.Describe some of the similarities and differences found in German, Japanese, and American classrooms according to the study.
Japanese and German Schools both teach math in a way that requires a higher thinking of their students; their classes are taught in a more rigorous manner. American Schools differ by teaching math in a less advanced way in which they define terms and practice with math drills. In the Japanese schools the students are required not only to understand the computation of the math but also to be able to prove why the math they use works. InGermany, the teachers use advanced procedures to understand the math problems.
5.Do you feel that the book so far has information that is useful for American science teachers. Why or why not? What, if anything, did you feel was useful?
I think the data that has been collected in the book allows American science teachers to see that just learning the terms and practicing the problems may not be the best method in teaching math or maybe not the best method in other subjects as well. The German and Japanese teachers require their students to have a higher understanding of the math. I think it should show American Science teachers that a a deeper understanding may need to be considered when teaching their respective subjects in science.
I anticipated that the american schools would not have the structure as do the schools in Japan and Germany. I also anticipated that there would be more focus on problem solving and critical thinking.
2.What were a few of the key ideas of the book so far?
The German schools were teaching math with advanced procedures, the Japanese schools were teaching math by having the students problem solve to learn the math and the United States schools were learning definitions of terms and practicing with math drills. The U.S. schools were less advanced.
3.What is the authors' main argument?
The writers main argument was that the United States schools are not teaching math with as advanced requirements of their students and their students success in math may be directly correlated to the different style of teaching math.
4.Describe some of the similarities and differences found in German, Japanese, and American classrooms according to the study.
Japanese and German Schools both teach math in a way that requires a higher thinking of their students; their classes are taught in a more rigorous manner. American Schools differ by teaching math in a less advanced way in which they define terms and practice with math drills. In the Japanese schools the students are required not only to understand the computation of the math but also to be able to prove why the math they use works. InGermany, the teachers use advanced procedures to understand the math problems.
5.Do you feel that the book so far has information that is useful for American science teachers. Why or why not? What, if anything, did you feel was useful?
I think the data that has been collected in the book allows American science teachers to see that just learning the terms and practicing the problems may not be the best method in teaching math or maybe not the best method in other subjects as well. The German and Japanese teachers require their students to have a higher understanding of the math. I think it should show American Science teachers that a a deeper understanding may need to be considered when teaching their respective subjects in science.